What is a robot companion - friend, assistant or butler?

The study presented in this paper explored people's perceptions and attitudes towards the idea of a future robot companion for the home. A human-centred approach was adopted using questionnaires and human-robot interaction trials to derive data from 28 adults. Results indicated that a large proportion of participants were in favour of a robot companion and saw the potential role as being an assistant, machine or servant. Few wanted a robot companion to be a friend. Household tasks were preferred to child/animal care tasks. Humanlike communication was desirable for a robot companion, whereas humanlike behaviour and appearance were less essential. Results are discussed in relation to future research directions for the development of robot companions

The Practices of Play and Informal Learning in the miniGEMS STEAM Camp

Science, Technology, Engineering, and Mathematics (STEM) play an important role in the educational reform and global economy. However, STEM education lacks the hands-on laboratory in the formal middle school and high school curricula. The widespread gender gap in multiple STEM disciplines causes middle-school aged girls have lower positive attitudes and interests towards STEM fields than male students. In recent years, Science, Technology, Engineering, Arts, and Mathematics (STEAM) education has been viewed as other approaches to increase students’ interests and improve study accesses to STEM fields in the United States. The addition of the arts in STAEM education provides more learning opportunities and real-world contexts which meet more students’ interests. miniGEMS 2017 was a free two-week summer STEAM and programming camp for middle school girls in grades six to eight hosted by the Autonomous Vehicle Systems (AVS) Research and Education Laboratory at the University of the Incarnate Word (UIW). miniGEMS was the first free camp with a special focus on engineering and programming in San Antonio. The camp utilized project-based learning curriculum and provided multiple hands-on experiments, field trips, and significant interactions with guest speakers, all of which were designed to increase the middle school girls’ interests in STEM-related fields. This paper provides an overview of miniGEMS STEAM camp, motivation for miniGEMS camp, and details on practicing project-based play activities in an informal learning environment.Cockrell School of Engineerin

Comparing human robot interaction scenarios using live and video based methods: towards a novel methodological approach

This material is presented to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are retained by authors or by other copyright holders. All persons copying this information are expected to adhere to the terms and constraints invoked by each author's copyright. In most cases, these works may not be reposted without the explicit permission of the copyright holder.---- Copyright IEEE. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from the IEEE. DOI : 10.1109/AMC.2006.1631754This paper presents results of a pilot study that investigated whether people’s perceptions from live and video HRI trials were comparable. Subjects participated in a live HRI trial and videotaped HRI trials in which the scenario for both trials was identical, and involved a robot fetching an object using different approach directions. Results of the trials indicated moderate to high levels of agreement for subjects’ preferences, and opinions for both the live and video based HRI trials. This methodology is in its infancy and should not be seen as a replacement for live trials. However, our results indicate that for certain HRI scenarios videotaped trials do have potential as a technique for prototyping, testing, developing HRI scenarios, and testing methodologies for use in definitive live trials

Children's age influences their use of biological and mechanical questions towards a humanoid

Complex autonomous interactions, biomimetic appearances, and responsive behaviours are increasingly seen in social robots. These features, by design or otherwise, may substantially influence young children’s beliefs of a robot’s animacy. Young children are believed to hold naive theories of animacy, and can miscategorise objects as living agents with intentions; however, this develops with age to a biological understanding. Prior research indicates that children frequently categorise a responsive humanoid as being a hybrid of person and machine; although, with age, children tend towards classifying the humanoid as being more machine-like. Our current research explores this phenomenon, using an unobtrusive method: recording childrens conversational interaction with the humanoid and classifying indications of animacy beliefs in childrens questions asked. Our results indicate that established findings are not an artefact of prior research methods: young children tend to converse with the humanoid as if it is more animate than older children do

Robot morphology and children's perception of social robots: An exploratory study

The aim of this study was to investigate whether robot morphology (i.e., anthropomorphic, zoomorphic, or caricatured) influences children's perceptions of animacy, anthropomorphism, social presence, and perceived similarity. Based on a sample of 35 children aged seven to fourteen, we found that, depending on the robot's morphology, children's perceptions of anthropomorphism, social presence and perceived similarity varied, with the anthropomorphic robot typically ranking higher than the zoomorphic robot. Our findings suggest that the morphology of social robots should be taken into account when planning, analyzing, and interpreting studies on child-robot interaction

Children's perception and interpretation of robots and robot behaviour

The world of robotics, like that of all technology is changing rapidly (Melson, et al., 2009). As part of an inter-disciplinary project investigating the emergence of artificial culture in robot societies, this study set out to examine children’s perception of robots and interpretation of robot behaviour. This thesis is situated in an interdisciplinary field of human–robot interactions, drawing on research from the disciplines of sociology and psychology as well as the fields of engineering and ethics. The study was divided into four phases: phase one involved children from two primary schools drawing a picture and writing a story about their robot. In phase two, children observed e-puck robots interacting. Children were asked questions regarding the function and purpose of the robots’ actions. Phase three entailed data collection at a public event: Manchester Science Festival. Three activities at the festival: ‘XRay Art Under Your Skin’, ‘Swarm Robots’ and ‘Build-a-Bugbot’ formed the focus of this phase. In the first activity, children were asked to draw the components of a robot and were then asked questions about their drawings. During the second exercise, children’s comments were noted as they watched e-puck robot demonstrations. In the third exercise, children were shown images and asked whether these images were a robot or a ‘no-bot’. They were then prompted to provide explanations for their answers. Phase 4 of the research involved children identifying patterns of behaviour amongst e-pucks. This phase of the project was undertaken as a pilot for the ‘open science’ approach to research to be used by the wider project within which this PhD was nested. Consistent with existing literature, children endowed robots with animate and inanimate characteristics holding multiple understandings of robots simultaneously. The notion of control appeared to be important in children’s conception of animacy. The results indicated children’s perceptions of the location of the locus of control plays an important role in whether they view robots as autonomous agents or controllable entities. The ways in which children perceive robots and robot behaviour, in particular the ways in which children give meaning to robots and robot behaviour will potentially come to characterise a particular generation. Therefore, research should not only concentrate on the impact of these technologies on children but should focus on capturing children’s perceptions and viewpoints to better understand the impact of the changing technological world on the lives of children

Responsible research and innovation in science education: insights from evaluating the impact of using digital media and arts-based methods on RRI values

The European Commission policy approach of Responsible Research and Innovation (RRI) is gaining momentum in European research planning and development as a strategy to align scientific and technological progress with socially desirable and acceptable ends. One of the RRI agendas is science education, aiming to foster future generations' acquisition of skills and values needed to engage in society responsibly. To this end, it is argued that RRI-based science education can benefit from more interdisciplinary methods such as those based on arts and digital technologies. However, the evidence existing on the impact of science education activities using digital media and arts-based methods on RRI values remains underexplored. This article comparatively reviews previous evidence on the evaluation of these activities, from primary to higher education, to examine whether and how RRI-related learning outcomes are evaluated and how these activities impact on students' learning. Forty academic publications were selected and its content analysed according to five RRI values: creative and critical thinking, engagement, inclusiveness, gender equality and integration of ethical issues. When evaluating the impact of digital and arts-based methods in science education activities, creative and critical thinking, engagement and partly inclusiveness are the RRI values mainly addressed. In contrast, gender equality and ethics integration are neglected. Digital-based methods seem to be more focused on students' questioning and inquiry skills, whereas those using arts often examine imagination, curiosity and autonomy. Differences in the evaluation focus between studies on digital media and those on arts partly explain differences in their impact on RRI values, but also result in non-documented outcomes and undermine their potential. Further developments in interdisciplinary approaches to science education following the RRI policy agenda should reinforce the design of the activities as well as procedural aspects of the evaluation research

Effects of Victim Gendering and Humanness on People’s Responses to the Physical Abuse of Humanlike Agents

With the deployment of robots in public realms, researchers are seeing more cases of abusive disinhibition towards robots. Because robots embody gendered identities, poor navigation of antisocial dynamics may reinforce or exacerbate gender-based marginalization. Consequently, it is essential for robots to recognize and effectively head off abuse. Given extensions of gendered biases to robotic agents, as well as associations between an agent\u27s human likeness and the experiential capacity attributed to it, we quasi-manipulated the victim\u27s humanness (human vs. robot) and gendering (via the inclusion of stereotypically masculine vs. feminine cues in their presentation) across four video-recorded reproductions of the interaction. Analysis from 422 participants, each of whom watched one of the four videos, indicates that intensity of emotional distress felt by an observer is associated with their gender identification and support for social stratification, along with the victim\u27s gendering—further underscoring the criticality of robots\u27 social intelligence